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Book Section
Die Vorbereitete Umgebung [The Prepared Environment]
Book Title: Montessori-Pädagogik das Kind im Mittelpunkt
Pages: 221-230
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Language: German
Published: Wien, Austria: Jugend & Volk, 2020
ISBN: 978-3-7100-4362-8 3-7100-4362-X
Article
The Adult in the Montessori Prepared Environment
Available from: ISSUU
Publication: Montessori Leadership
Date: Jul 2012
Pages: 4-9
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Language: English
Article
The Outdoor Environment: Are You Prepared?
Publication: NAMTA Quarterly, vol. 2, no. 2
Date: Winter 1976
Pages: 49-57
Montessori method of education - Criticism, interpretation, etc., North American Montessori Teachers' Association (NAMTA) - Periodicals, Prepared environment
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Language: English
Article
Out of the Classroom . . . Into the Garden: An International Symposium on the Prepared Outdoor Learning Environment
Publication: Tomorrow's Child, vol. 2, no. 1
Date: Feb 1994
Pages: 10–13
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Abstract/Notes: Sponsored by The Montessori Foundation and the American Horticultural Society, August, 1994
Language: English
ISSN: 1071-6246
Article
The Outdoor Environment: Are You Prepared?
Publication: Montessori International, vol. 83
Date: Apr 2007
Pages: 14–15
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Language: English
ISSN: 1470-8647
Article
Visual Environmental Scale: Analysing the Early Childhood Education Environment
Available from: SpringerLink
Publication: Early Childhood Education Journal, vol. 47, no. 1
Date: 2019
Pages: 43-51
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Abstract/Notes: Although children’s physical environments play an important role in their development, there have been few empirical studies on the interior design of early childhood centres. This is partly due to a lack of adequate methods and instruments for the systematic spatial investigation of educational environments. In light of this, the following paper presents a qualitative method for such systematic investigation, which we shall call visual environment analysis. It also presents the results of the application of this method to ten early childhood centre environments, which can be ranged between the two extremes of restraint and expressiveness. The analysis shows that early childhood centre environments may be shaped by partly conflicting aims, such as giving children as much freedom as possible on the one hand and providing them with a stimulating atmosphere on the other. The paper therefore discusses both visual environment analysis as a method and, in applying this method, the interior design of a number of educational environments.
Language: English
DOI: 10.1007/s10643-018-0914-x
ISSN: 1082-3301, 1573-1707
Conference Paper
Exploring the Social Logic of Preschool Environments Structured with Waldorf, Montessori, and Reggio Emilia: A Semantic and Syntactic Study on Preschool Environments
Available from: ResearchGate
Space Syntax Symposium (13th, 20-24 June 2022)
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Abstract/Notes: Kindergartens are socio-spatial organizations with their social and cultural as well as their spatial structures which prepare children to be responsible members of the society. In the ear ly years of the twentieth century, the issue of how to raise new generations was one of the primary research areas of many educational scientists, especially in Europe, and therefore different progressive pedagogical methods were generated. Among these views, the Waldorf pedagogical approach developed by Rudolf Steiner, Montessori pedagogical approach developed by Maria Montessori, and Reggio Emilia pedagogical approach developed by Loris Malaguzzi became prominent. Although these three pedagogical approaches have a common view that the child should be accepted as an individual with his/her rights, each of them involved different physical environment requirements in the context of their educational philosophies. The projects obtained in an architectural design studio course constitute the focus of this paper and it aims to decipher the semantic and syntactic characteristics based on twelve student projects. The semantic dimension of the study was revealed by coding the related themes through students' project reports while the syntactic dimension of the study demonstrated the prioritized social interaction area through isovist area and variance values. Considering the semantic results, it was revealed that the students not only comprehended the spatial requirements of a specific educational pedagogy but also grasped the transformative power of the methods, in terms of physical, social, and natural characteristics. Considering the syntactic results, the fact that the mean isovist area value was higher in Reggio Emilia schools showed that the piazza dominates the physical setting. The fact that the school cluster with the highest variance value emerged in Montessori draws attention to the changeability of isovist perimeter value within the interiors to orientate the individuals to the classroom units.
Language: English
Published: Bergen, Norway: Western Norway University of Applied Sciences, 2022
Pages: 25 p.
Article
Can the Physical Environment Have an Impact on the Learning Environment?
Available from: OECD Library
Publication: CELE Exchange, Centre for Effective Learning Environments, no. 2010/13
Date: 2010
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Abstract/Notes: How can designers create more innovative and sustainable learning environments? This paper argues in favour of challenging best practice” generally accepted by the architectural profession by embracing a responsive design approach. Such an approach accepts that the environment shapes the learner, and that learners influence their environment... [Also available in French]
Language: English
Article
Sarah's Environment: Designing a Montessori Infant Environment at Home
Publication: Tomorrow's Child, vol. 5, no. 3
Date: 1997
Pages: 11–13
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Language: English
ISSN: 1071-6246
Article
How the Montessori Upper Elementary and Adolescent Environment Naturally Integrates Science, Mathematics, Technology, and the Environment
Available from: ERIC
Publication: NAMTA Journal, vol. 41, no. 2
Date: 2016
Pages: 83-97
North American Montessori Teachers' Association (NAMTA) - Periodicals, Upper elementary
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Abstract/Notes: John McNamara shares his wisdom and humbly credits Camillo Grazzini, Jenny Höglund, and David Kahn for his growth in Montessori. Recognizing more than what he has learned from his mentors, he shares the lessons he has learned from his students themselves. Math, science, history, and language are so integrated in the curriculum that students comment they don't even think whether they are doing science or math. A schedule that allows time for students to follow a query to a conclusion is vital to the kinds of discoveries John's students make, such as a shortcut for multiplying binomials or reconfiguring cubing materials that made even John marvel at student independence and innovation. A bibliography is included. [This paper was presented at the NAMTA conference titled "A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment" in Portland, OR, Mar 31-Apr 3, 2016.]
Language: English
ISSN: 1522-9734